mahmoud mahmoud

Jobs lesson, singular form of verb to be in yes/no questions.
Beginner level level


In this lesson,SS learn how to use the singular form of verb to be in yes/no questions. The lesson starts with a warm up exercise to revise what had been given before. Later on, the students will learn how to use the singular form of verb to be in yes/no questions in positive and negative and produce their own examples. Finally, the lesson will end with a pair work exercise which will help students to focus and use the form correctly.


Abc Gap-fill hand out

Main Aims

  • To introduce and practice the singular form of 'to be' in yes/no questions and short answers in the context of personal information.

Subsidiary Aims

  • To give oral controled practice of the TL.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students in a short revision exercise of what the students had taken earlier.

The teacher shows page 16 from the student's book on the board which has some photos of characters.The teacher gives an example to remind the students of how to ask about people's jobs. For example : What's his job? He's a waiter. What's her job? She's a waitress. Then the teacher asks the students to say what they remember about the characters' jobs, the same way the teacher explained.

Exposure (8-10 minutes) • To provide a model of the task through a choose-a-or-b exercise.

-Show the exercise on the board, and give the students clear instructions on how to do this exercise. the students look again at the table in 2c on page 16. -give the hand outs to the students. -put the students in groups of 3 -tell the students to check their answers in their groups.

clarification (6-8 minutes) • To clarify the form of the TL

-Give an example of a question and a long answer like: Are you a student? Yes, I am a student. -explain that giving short answers in English is a better way in speaking. use the previous example. like: Are you a student? Yes,I am. -Ask CCQ -Do these questions refer to singular or plural? (Plural) -Are the answers long or short? (Short) -Show exercise 6 on the board -Tell the students to do the exercise in closed pairs. -Ask some students to come to the board and write the answers.

Giving notes (4-6 minutes) • To provide solutions for the anticipated problems.

-Highlight the inverted word order in yes/no questions with be : Am I.....?, Are you....?, İs he....? -Point out that we don't usually answer these questions with Yes,or No, as this can sound impolite. -Note that we don't use contractions in positive short answers: Yes, you're. -Point out that we also say : No,you're not. No,he's not.

Listening practice (6-8 minutes) • To allow students to listen and pronounce correctly.

-Play the recording R2.8. -Check the students pronounce the contractions correctly. -Pause after each question for the students to repeat individually.

Controled practice (6-8 minutes) • To check if the students can ask and answer using verb to be with no help from the teacher.

-Show the exercise on the board. -Tell the students to fill in the gaps with Is or Are. -Ask some students to come to the board to write the correct answers. -Work in open pairs.Ask and answer.

Language Practice (8-10 minutes) • To provide students with practice of the task language

-Put the students into new pairs. Student A and student B. -Show on the board page 87 to explain to student As the instructions: Students here focus on the six photos . The teacher tells the students that the people are all friends of Ben(the man in the photo on SB p17). -Give the students the hand outs and tell them to work on their own and write yes/no questions in blue as in the example. -After student As finish writing the questions, they will work in pairs with student Bs who have student As' answers. -Now tell student Bs to the same as student As did earlier.

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